Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status

Three conceptually distinct dimensions of classroom social position (number of mutual friendships, social network centrality and sociometric status) w ere examined in relation to each other and to peer-nominated behavioral rep utation among 205 7- and 8-year old children. There were moderate correlati ons in children 5 standing across the three dimensions, but categorical ana lyses underscored the limits to these associations (e.g., 39% of Rejected c hildren had at least one mutual friendship, 31% of Popular children did not ). Each dimension was associated with a distinct profile of peer-nominated social behavior and, in multiple regression analyses, accounted for unique variance in peer-nominated behaviors. Number of friendships was uniquely as sociated with prosocial skills; network centrality was uniquely associated with both prosocial and antisocial behavioral styles; and being disliked wa s uniquely associated with the full range of social behaviors. Results prov ide empirical validation for the conceptual distinctions among number of re ciprocated friendships, social network centrality and being liked or dislik ed.